PREFACE "THE greater part of a man's education is that which he gives himself." Self-culture comes largely through contact with nature, experience with men, and the reading of books. More than any other kind of literature history tends to broaden one's mental vision, and enlarge his conceptions of the dignity and worth of life. Hence it should be the aim of every teacher of history to create in the mind of the pupil a genuine love for the reading of history, and for the mastering of those myriad currents which have finally blended in the great stream of modern civilization. This, rather than the mere memorizing of facts, should be the constant aim of the instructor. The text-book itself should be an inspiration to further study like a continued story, it should constantly deepen the interest of the reader and whet his appetite for that which is farther on. Its lessons should be clearly told in familiar language, and a connecting thread should run through the entire book so that the recollection of any one part will inevitably tend to bring all correlated facts to mind. Anecdotes are often like doors to let the sunlight into a dark period, and a true story will many times give the pupil a better understanding of the period than the mere recital of many facts. Vermont history is of rare interest; rightly told its pages should breathe and its words should burn into the deepest consciousness of the student. President McKinley once said, "The people of Vermont have always been true to the best ideals and highest obligations of duty." We believe this to be true and we desire its perpetuity. Whatever may be its success, it is the aim of "Vermont for Young Vermonters" to create in the minds of Vermont youth a desire to know more of the history of their own State; cause them to feel a just pride in its past record; awaken in them a desire to preserve its old-time honor and integrity, its social and political purity; and give them some conception of the great value of their birthright as sons and daughters of the Green Mountain State, impressing upon them that an ever-increasing obligation rests upon them to be worthy of their heritage. The book has been made in the schoolroom, being a series of lessons prepared for seventh and eighth grade pupils, special care being given to express the thought in as clear and concise a manner as possible, and to arrange material in such a way as to make the whole seem like a connected story of the people of Vermont. Every lesson has been tested in class. The question, "What does it mean?" from the lips of a pupil, has not been without its suggestion; and the author has invariably profited thereby. It is not uncommon in other States to teach the history of the State through a reader. The crowded course of study of its schools makes this method especially desirable in the State of Vermont. "Vermont for Young Vermonters" is so arranged that it may conveniently be used in this way, though it is equally suitable as a regular text-book of Vermont history. The contents of the book fully cover the requirements of the Vermont State law in respect to the teaching of the history, civil government, and geography of the State. The work consists of the Introduction, the Blackboard. Analysis, the History Proper, and lessons on the Geography and Civil Government of the State. The Introduction should be the first lesson, the Blackboard Analysis the second; the pupil then having a good foundation upon which to work, is ready to take up the different periods of Vermont history in their order. To Hon. William P. Dillingham, U. S. Senator, ExGovernor and Mrs. S. E. Pingree, Hon. J. L. Martin, U. S. District Attorney, Hon. F. A. Howland, and others, the author is indebted for the reading of the whole or portions of the manuscript, and for many valuable suggestions. Thanks are also due to Lee & Shepard, publishers of Drake's "Burgoyne's Invasion," the Central Vermont. Railway Company, Norwich University, and to Prof. Geo. H. Perkins and others, for material furnished for illustrations, maps, and the like. |